Technologies and social learning in an urban after-school center

In this paper we explore this relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-school learning program we gain insight into social, technological and power infrastructures that influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.

[1]  Morgan G. Ames,et al.  Making love in the network closet: the benefits and work of family videochat , 2010, CSCW '10.

[2]  Monica Divitini,et al.  Collaborative virtual environments for supporting learning communities: an experience of use , 2003, GROUP.

[3]  J. Bruner,et al.  The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.

[4]  Lev Vygotsky.  Mind in society , 1978 .

[5]  Sasha A. Barab,et al.  Activity Theory As a Lens for Characterizing the Participatory Unit. , 2004 .

[6]  Yvonne Rogers,et al.  Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions? , 2009, CSCL.

[7]  Duncan Rowland,et al.  "Savannah”: designing a location-based game simulating lion behaviour , 2004 .

[8]  Allison Druin,et al.  A case study of tangible flags: a collaborative technology to enhance field trips , 2006, IDC '06.

[9]  J. Roschelle.  Designing for cognitive communication: epistemic fidelity or mediating collaborative inquiry? , 1997, Computers, Communication and Mental Models.

[10]  Tony P. Pridmore,et al.  Classroom collaboration in the design of tangible interfaces for storytelling , 2001, CHI.

[11]  Mitchel Resnick,et al.  The Computer Clubhouse: Preparing for Life in a Digital World , 1996, IBM Syst. J..

[12]  Mitchel Resnick,et al.  Digital manipulatives: new toys to think with , 1998, CHI.

[13]  Mark Guzdial,et al.  Learner-centered design: the challenge for HCI in the 21st century , 1994, INTR.

[14]  Yasmin B. Kafai,et al.  Clubs, Homes, and Online Communities as Contexts for Engaging Youth in Technological Fluency Building Activities , 2006, ICLS.

[15]  Alan F. Blackwell,et al.  Teaching rhetorical skills with a tangible user interface , 2004, IDC '04.

[16]  Panos Markopoulos,et al.  On the design of Camelot, an outdoor game for children , 2006, IDC '06.

[17]  Allison Druin,et al.  Child's play: a comparison of desktop and physical interactive environments , 2005, IDC '05.

[18]  Allison Druin,et al.  Designing the reading experience for scanned multi-lingual picture books on mobile phones , 2009, JCDL '09.

[19]  Allison Druin,et al.  Cooperative inquiry: developing new technologies for children with children , 1999, CHI '99.

[20]  Alan F. Blackwell,et al.  Curriculum-focused design , 2003, IDC '03.

[21]  Michael Cole,et al.  The Fifth Dimension: An After-School Program Built on Diversity , 2006 .

[22]  Joseph Krajcik,et al.  The design of guided learner-adaptable scaffolding in interactive learning environments , 1996, CHI.